A comparison of an interactive computer-based method with a conventional reading approach for learning pelvic anatomy - 20/08/11
Abstract |
Objective |
This study was undertaken to assess the impact of interactive, computer-based versus conventional, paper-based format in student, resident, and fellow learning and retention of anatomy knowledge.
Study design |
Randomized longitudinal cohort design with scores repeated as pre-, post-, and follow-up tests. Subjects were randomly assigned to an anatomy module in computer-based (CD-ROM) format and 1 in paper-based format. A follow-up examination was administered 3 weeks after the posttest to evaluate retention of knowledge. Tests results were analyzed by using Student t tests and analysis of variance.
Results |
Thirty-nine subjects completed all testing. Regardless of instructional method, pretest to posttest scores improved (P < .01), and posttest to follow-up test scores decreased among all levels of training (P < .01). Student satisfaction was highest with CD-ROM format.
Conclusion |
Improvement and retention of anatomy knowledge was not significantly different when comparing a new CD-ROM interactive approach with a traditional paper-based method.
El texto completo de este artículo está disponible en PDF.Key words : Computer-based education, Interactive teaching, Pelvic anatomy
Esquema
| Support provided by a grant from The Association of Professors of Gynecology and Obstetrics and continued support from the University of Texas Southwestern Medical Center Obstetrics and Gynecology Department in the development of this project. Reprints not available from the authors. |
Vol 195 - N° 5
P. 1438-1443 - novembre 2006 Regresar al número
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